June 26, 2011
June 26, 2011
June 29, 2011
Continuing Professional Development
22.113.1 - 22.113.15
A Successful Plan for Faculty Development that has a Lasting ImpactA comprehensive plan for faculty development has been instituted as part of a large two-yearDepartment of Education CCRAA grant. The grant has provided funding for over twenty hoursof training and mentoring of one hundred STEM (science, technology, engineering, andmathematics) faculty from a comprehensive university and a local community college. Theobjective of the project is to introduce a large percentage of faculty at an institution to some ofthe latest educational research and related pedagogical methods in an effort to create a lastingpositive change in student learning. The grant provides for training of about 30% of theuniversity STEM faculty in a pedagogical approach called Challenge Based Instruction (CBI)based on the principles of “How People Learn” and the STAR Legacy cycle. Facultyinvolvement begins with an afternoon pre-workshop introductory meeting that introduces thefaculty to CBI and how it has been successfully used in science and engineering. A local two-dayworkshop led by a team with years of experience in developing curriculum using CBI follows.The following semester faculty attend two workdays to implement what they have learned in theCBI workshop by developing content for delivery of a single lecture using CBI which they willuse to access the impact of CBI on student learning. The first group of twenty faculty whocompleted the training in the Spring 2009 semester were employed in the summer to developfive courses in STEM that are to be fully taught using CBI. The final group of 20 completed thetraining in the Fall 2010 semester. This paper describes the details of the faculty developmentplan, the keys to its successful implementation, and assessment of the initial impact on facultyand their perspectives on teaching.
Crown, S. W., & Fuentes, A. A., & Freeman, R. A. (2011, June), A Successful Plan for Faculty Development that has a Lasting Impact Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17395
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